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Students will be able to Identify and analyze how beliefs, values, languages, theories, or laws shape cultures and cultural works/artifacts (Humanities)

Course level:

Students can analyze a piece of French literature and identify and explain ways the work was shaped by the beliefs, values, theories, or laws of France/French culture

Lesson level:

Students can identify how French values have shaped a short piece of French literature

Writing a course LO action verb| specific action/skill they will be able to do,” and that they have to be measureable, decide if the following are learning outcomes:Connected to a GEP LO

Working individually, start with a GEP Category Learning Outcome and write a Course Learning Outcome that is aligned with it

In your Category alike groups, have each person share their course learning outcome and explain how it is aligned with the GEP Learning Outcome

Developing Assessments action verb| specific action/skill they will be able to do,” and that they have to be measureable, decide if the following are learning outcomes: to Meet GEP Learning Outcomes(Activities Assessed)

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Content action verb| specific action/skill they will be able to do,” and that they have to be measureable, decide if the following are learning outcomes:

+ + + ... +

Assessment

Curriculum, Instruction and Assessment When the Focus is Content Input

Critical Knowledge, Skills action verb| specific action/skill they will be able to do,” and that they have to be measureable, decide if the following are learning outcomes:

and Dispositions (Learning Outcomes)

Connect to the World Beyond the Classroom

Curriculum, Instruction and Assessment When the Focus is Outcomes

Assignments and Assessments action verb| specific action/skill they will be able to do,” and that they have to be measureable, decide if the following are learning outcomes:

Should require students to apply and demonstrate the understanding, content knowledge, skills, and dispositions defined as key for the chosen GEP Category Learning Outcome(s)

Often framed in a real world context to add authenticity and meaning (What would a real person in a real situation/context do related to the learning outcomes—knowledge, skills, and dispositions)

Using GRASPS as a guide, develop an assessment that can be used to assess chosen GEP Category Learning Outcomes (if your chosen assessment is an exam, draft two exam questions that are aligned with GEP LOs and incorporate aspects of GRASPS)

Goal:

Role:

Audience:

Situation:

Purpose / Product:

Standards: In the assessment/product students will (GEP Category Learning Outcomes):

Using your chosen GEP Category Learning Outcomes and chosen assessment to guide you, list the course experiences that would be necessary/helpful to include in your course (and course portfolio) to help students successfully achieve the learning outcomes and complete the chosen assessment

In your Category alike groups, share two of your course experiences and explain how they help your students successfully achieve the chosen GEP Category LOs and complete the chosen assessment (Learning Experiences component in course portfolio)

When the focus is inputs, the main goal is to assess what content has stayed with the student, usually through exams

When the focus is learning outcomes, knowledge, skills, AND dispositions may be included, and the assessment must provide students with the ability to demonstrate the targeted knowledge, skills, and dispositions

A rubric can be very useful for assessing student work that demonstrates LOs

Separate one integrated unit plan into two plans so all students develop curriculum, instruction, and assessment related to social studies, which ensures they focus on culture and diversity (Knowledge, Skills, and Application to Teaching)

Add separate seminar session on differentiation (Skills)

Strengthen focus on cultural identity, multiple perspectives, and advantages and disadvantages tied to cultural identity and/or learner difference in the guidelines for the social studies unit plan and require discussion of these issues in the unit introduction (Dispositions, Application to Teaching)

Make clear how your plans for improvement relate directly to the assessment results (articulate the connections)

If the results reveal that student performance is not at the acceptable/desirable level, you may have ideas for changing course curriculum (what is taught), course instruction (how it is taught), the student work being assessed and/or the criteria/rubric being used for assessment

If the results reveal that student performance is at the acceptable/desirable level, it is fine to say that you are going to continue to do what you are currently doing

In your Category alike groups, share possible ideas you have for how you might change course curriculum (what is taught), course instruction (how it is taught), the student work being assessed and/or the criteria/rubric being used for assessment based you your assessment results

EXIT CARD: On one side of the exit card, please describe what you understand now about the course portfolio process as a result of the workshop, on the other side, please provide one suggestion/idea for improvement